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Indicators:
• Creating - Candidates demonstrate the ability to create instructional materials and learning
environments using a variety of systems approaches. (p. 81)1
• Using - Candidates demonstrate the ability to select and use technological resources and
processes to support student learning and to enhance their pedagogy. (p. 141)
• Assessing/Evaluating - Candidates demonstrate the ability to assess and evaluate the effective
integration of appropriate technologies and instructional materials.
• Managing - Candidates demonstrate the ability to effectively manage people, processes, physical
infrastructures, and financial resources to achieve predetermined goals. (p. 178)
• Ethics - Candidates demonstrate the contemporary professional ethics of the field as defined and
developed by the Association for Educational Communications and Technology. (p. 284)
Indicators:
• Creating - Candidates apply content pedagogy to create appropriate applications of processes and
technologies to improve learning and performance outcomes. (p. 1)
• Using - Candidates implement appropriate educational technologies and processes based on
appropriate content pedagogy. (p. 141)
• Assessing/Evaluating - Candidates demonstrate an inquiry process that assesses the adequacy of
learning and evaluates the instruction and implementation of educational technologies and
processes grounded in reflective practice. (p. 116-117)
1
NOTE: Parenthetical page references are to Januszewski, A., Molenda, M., & Harris, P. (Eds.). (2008).
Educational technology: A definition with commentary (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.
• Managing - Candidates manage appropriate technological processes and resources to provide
supportive learning communities, create flexible and diverse learning environments, and develop
and demonstrate appropriate content pedagogy. (p. 175-193)
• Ethics - Candidates design and select media, technology, and processes that emphasize the
diversity of our society as a multicultural community. (p. 296)
Indicators:
• Creating - Candidates create instructional design products based on learning principles and
research-based best practices. (pp. 8, 243-245, 246)
• Using - Candidates make professionally sound decisions in selecting appropriate processes and
resources to provide optimal conditions for learning based on principles, theories, and effective
practices. (pp. 8-9, 122, 168-169, 246)
• Assessing/Evaluating - Candidates use multiple assessment strategies to collect data for
informing decisions to improve instructional practice, learner outcomes, and the learning
environment. (pp. 5-6, 53)
• Managing - Candidates establish mechanisms for maintaining the technology infrastructure to
improve learning and performance. (p. 190, 234, 238)
• Ethics - Candidates foster a learning environment in which ethics guide practice that promotes
health, safety, best practice, and respect for copyright, Fair Use, and appropriate open access to
resources. (p. 3, 246)
• Diversity of Learners - Candidates foster a learning community that empowers learners with
diverse backgrounds, characteristics, and abilities. (p. 10)
Indicators:
• Collaborative Practice - Candidates collaborate with their peers and subject matter experts to
analyze learners, develop and design instruction, and evaluate its impact on learners.
• Leadership - Candidates lead their peers in designing and implementing technology-supported
learning.
• Reflection on Practice - Candidates analyze and interpret data and artifacts and reflect on the
effectiveness of the design, development and implementation of technology-supported instruction
and learning to enhance their professional growth.
• Assessing/Evaluating - Candidates design and implement assessment and evaluation plans that
align with learning goals and instructional activities.
• Ethics - Candidates demonstrate ethical behavior within the applicable cultural context during all
aspects of their work and with respect for the diversity of learners in each setting.
AECT Standard 5 - Research
AECT Standard 5 (Research): Candidates explore, evaluate, synthesize, and apply methods of
inquiry to enhance learning and improve performance (pp. 4, 6-7).
Indicators:
• Theoretical Foundations - Candidates demonstrate foundational knowledge of the contribution
of research to the past and current theory of educational communications and technology. (p. 242)
• Method - Candidates apply research methodologies to solve problems and enhance practice. (p.
243)
• Assessing/Evaluating - Candidates apply formal inquiry strategies in assessing and evaluating
processes and resources for learning and performance. (p. 203)
• Ethics - Candidates conduct research and practice using accepted professional and institutional
guidelines and procedures. (p. 296-7)
This matrix is a second way to think of how the Indicators cut across the Standards: